Schoolgirl Left Distressed After Being Excluded for Not Having a Smartphone in Lessons
A young schoolgirl, Ava, was left in tears at Whitchurch High School in Cardiff because she did not have a smartphone to use in class. The school reportedly encouraged students to utilise their phones for tasks such as looking up locations on Google Earth during lessons. While individual schools determine their mobile phone policies in Wales, there is no official guidance advising whether to allow or ban them in educational settings.
Ava’s mother, Celeste Lewis, expressed her concerns about the impact of smartphones on her daughter’s mental health, which led to the decision not to provide her with one. Lewis mentioned feeling pressured to conform, especially since Ava was the only child in her primary school class without a smartphone. When Ava started at Whitchurch High, she felt isolated and distressed as she did not have a phone to use like her peers.
In response to the situation, the school offered Ava a laptop to assist her in lessons. However, the absence of a smartphone meant she missed out on certain aspects of communication with her friends, such as emojis and messaging features. The school’s policy on acceptable phone use involves discussions with students and staff, regular reviews, and an emphasis on education surrounding phone usage.
While England and Scotland have issued guidance to help schools ban smartphones, Wales has yet to implement such measures on a national level. Nevertheless, some schools in Wales, like Ysgol Penrhyn Dewi in St David’s and Ysgol Aberconwy in Conwy, have taken proactive steps to restrict phone use during school hours. Headteachers have reported positive outcomes, including improved focus, reduced disruptions, and decreased incidents of cyberbullying.
Other schools, such as Cardiff West Community High School and Mary Immaculate High School in Cardiff, have implemented complete bans on phones for pupils, staff, and visitors during the school day. These policies aim to create a phone-free environment to enhance student well-being and academic performance.
The case of Ava highlights the challenges faced by students who do not possess smartphones in an increasingly digital educational landscape. As schools grapple with the implications of mobile phone use on learning and social dynamics, the debate over smartphone policies in educational settings continues to evolve.
The story of Ava serves as a reminder of the broader issues surrounding technology and its impact on young learners, prompting reflection on the balance between digital engagement and student well-being in schools across Wales.